Special educational needs and disabilities in schools: a critical introduction

This book has been designed as a key resource in supporting student teachers during and beyond their teaching training, as well as others interested in education, further to be aware of and to understand  the rationale underpinning the identification and assessment of some learners in settings, schools or colleges as having special educational, or additional learning or support, needs and disabilities;  where the whole notion of ‘special educational’, ‘additional learning’ or ‘support’ needs, as applied to learners in the education system in the UK, has come from;  what kinds of learning, social, emotional, behavioural or physical difficulties might be seen as requiring special or additional provision in educational institutions; and  a range of approaches that address the needs in ways that are both effective and can engage the interest and engagement of learners at different ages and stages. It is essential that all involved understand what ‘having’ a special educational, or additional learning or support, need or disability means for the young person and his/her family, and what addressing such needs and/or disabilities entails in educational institutions. Then we have the potential to see each learner as an individual, and respond in ways that address difficulties but draw on strengths and interests so that s/he feels included in the education process, is engaged in learning and has the motivation that predisposes to making real – measurable, if appropriate – progress.